Evaluation Training

Created by: Alpine Education Association In coordination with information provided by the Utah Education Association

SB64 2012

• • Public Education Employment ReformSenate Bill 64 (1st sub.): Public Education Employment Reform is a major education reform bill impacting public education and school employees in many ways. It passed the Senate February 29, 2012, on a vote of 26-2, and the House March 6 on a vote of 73-1 and was signed into law by the Governor on March 27. The bill had the support of the parents, teachers, administrators, policymakers, business leaders and others. http://myuea.org/politics_legislation/uea_under_the_dome/2012_issue_public_edu cation_employment_reform.aspx

Why is there a new evaluation system for educators?

• Both State Board of Education rule and Utah

State code have recently been modified to address educator evaluation with the goal of improving instructional quality.

• Improved educator evaluation is part of a

larger, multi-year Educator Effectiveness Project at the USOE.

What are the required components of the new evaluation system?

• Districts must include the following minimum components in their evaluation system although they can also choose to include other indicators beyond those listed. Teachers: • observations of instructional quality • evidence of student growth • parent and student input

What are the different ratings for an evaluation?

• SB 64 requires that an educator evaluation system

identify four levels of performance and Board rule 277 531 requires that all districts use uniform terminology. Currently, the USOE is proposing using the following terms:

• Highly Effective • Effective • Emerging Effective (for Level One educators or those

new to an assignment) OR Minimally Effective

• Not Effective

Different ratings continued . . .

• ASD has told administrators that if they have mostly Highly Effective in a standard but a few Effectives, then they are to give the Highly Effective for the Standard.

• It is not meant to be judged on your lowest rating within a Standard. The principal will typically use the majority of scores within that Standard.

Example of how ratings look

Is there a maximum or minimum number of educators that must be rated in each of the four performance categories?

• No, there is no requirement for a “bell curve”.

Educators will receive a performance rating based on data from multiple evaluation components and there is no requirement, either in state code or Board rule, that there must be a certain distribution of performance ratings.

Will our pay be affected by our scores?

It depends.

• Currently there is NO percentage of your salary that will be affected on test scores or evaluation scores.

• More information may come out in the future related to this issue from the State.

What happens if I receive a rating of “not effective” or “minimally effective”?

• According to SB 64, if an educator’s

evaluation identifies performance that is in need of improvement they must be given a written document clearly identifying “specific, measurable and actionable deficiencies” and “the available resources that will be provided for improvement”, along with “a recommended course of action that will improve the educator’s performance.”

Are there a specific amount of times a principal must visit the classroom?

• • • No. There are no limits, but it is expected the principal visits more than once and spends more than a few minutes each time.

They do not have to be previously set up times to visit, but the teacher should encourage the principal to visit on days they are teaching things specifically related to the new policy.

Anything not observed by the principal should be discussed before final scores are given between the teacher and administrator.

When do teachers move onto the new policy in ASD?

• Teachers will be placed on the new Eval Policy on their SET year. Instead of SET, teachers will now begin using the new policy.

• Other teachers will continue on the old Policy for the 2 nd (goal setting) and 3 rd (professional development) year’s of the rotation.

• Once on their SET year they will use the new policy.

ASD Policy 4057A

Career teachers • Year One- Standards 1, 2, 3, 6, 7, & 10 • Year Two- 4, 5, & 10 plus student growth and parent/student input (not created yet) • Year Three- 8, 9, & 10 plus self-evaluation • Every year requires a principal visit and that the teacher shows lines of evidence.

ASD Policy 4057A cont.

Provisional teachers: • Years 1-3 - Standards 1, 2, 3, 6, 7, & 10 • No student growth or stakeholder input • 2 visits from a principal and the teacher will show lines of evidence. Probationary teachers: • Every year on Probation will be evaluated on Standards 1, 2, 3, 6, 7, & 10 • 2 visits from a principal and the teacher will show lines of evidence.

Teaching Standards Document

• http://www.schools.utah.gov/cert/Educator Effectiveness-Project/DOCS/Teaching Standards-Reader-8-27-13.aspx

This link shows: • What each standard and indicator cover • What the ratings are for each indicator

Standard 1: Learner Development

The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.

The teacher: a. Creates developmentally appropriate and challenging learning experiences based on each student’s strengths, interests, and needs.

b. Collaborates with families, colleagues, and other professionals to promote student growth and development.

Standard 2: Learning Differences

The teacher understands individual learner differences and cultural and linguistic diversity.

The teacher: a. Understands individual learner differences and holds high expectations of students.

b. Designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs.

c. Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity.

d. Creates a learning culture that encourages individual learners to persevere and advance.

e. Incorporates tools of language development into planning and instruction for English language learners and supports development of English proficiency.

Standard 3: Learning Environments

The teacher works with learners to create environments that support individual and collaborative learning, positive social interactions, active engagement in learning, and self motivation.

The teacher: a. Develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations, and procedures.

b. Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry.

c. Uses a variety of classroom management strategies to effectively maintain a positive learning environment.

d. Equitably engages students in learning by organizing, allocating, and managing the resources of time, space, and attention.

e. Extends the learning environment using technology, media, and local and global resources.

f. Encourages students to use speaking, listening, reading, writing, analysis, synthesis, and decision making skills in various real-world contexts.

Standard 6:Instructional Planning

The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context.

The teacher: a. Plans instruction based on the Utah Core Standards.

b. Individually and collaboratively selects and creates learning experiences that are appropriate for reaching content standards relevant to learners and based on principles of effective instruction.

c. Differentiates instruction for individuals and groups of students by choosing appropriate strategies, accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning.

d. Creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work.

e. Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge

Standard 7: Instructional Strategies

The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections and build skills to apply and extend knowledge in meaningful ways.

The teacher: a. Understands and practices a range of developmentally, culturally, and linguistically appropriate instructional strategies.

b. Uses appropriate strategies and resources to adapt instruction and vary his or her role to meet the needs of individuals and groups of learners.

c. Analyzes student errors and misconceptions in order to redirect, focus, and deepen learning.

d. Uses a variety of instructional strategies to support and expand each learners’ communication skills.

e. Provides multiple opportunities for students to develop higher-order and meta-cognitive skills.

f. Provides opportunities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems.

g. Supports content and skill development by using multiple media and technology resources and knows how to evaluate these resources for quality, accuracy, and effectiveness.

h. Uses a variety of questioning strategies to promote engagement and learning.

Standard 10: Professional and Ethical Behavior

The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277–515.

The teacher: a. Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives.

b. Avoids actions which may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role model responsibilities.

c. Takes responsibility to understand professional requirements, to maintain a current Utah Educator License, and to complete license upgrades, renewals, and additional requirements in a timely way.

d. Maintains accurate instructional and non instructional records.

e. Maintains integrity and confidentiality in matters concerning student records and collegial consultation.

f. Develops appropriate student-teacher relationships as defined in rule, law, and policy.

g. Maintains professional demeanor and appearance as defined by the local education agency (LEA).

UEA Toolkit for Evaluations

• UEA has used dues monies to develop a Toolkit for all its members to use with the new evaluation law.

• This toolkit provides documents and help for members to have an easier transition into the new law.

• It is for Members ONLY! Your dues paid for it so it is just for you!

Summary of Evidence provided on the Toolkit.

• The full toolkit is available for only members • There are examples of the lines of evidence that can be used for each indicator and standard.

• There are PDF files available to type directly into to create lines of evidence.

• It shows how different lines of evidence correlate between indicators and standards • Plus a few other features.

Q & A

What do you still need to know?

Sources used to create this presentation.

• • • • http://www.myuea.org/resources/educator_evaluatio n.aspx

http://www.myuea.org/resources/educator_evaluatio n/for_uea_members/toolkit.aspx

http://www.myuea.org/resources/educator_evaluatio n/frequently_asked_questions.aspx

http://www.myuea.org/politics_legislation/uea_under _the_dome/2012_issue_public_education_employme nt_reform.aspx

• UEA Evaluation Toolkit flashdrive